69.052 - Using Research-Based Formative Assessment to Improve Access to Mathematics in Urban Schools

Session Type: Symposium

Abstract

This symposium presents the design of a school-based professional practice intervention (OGAP) and related study, which introduces elementary teachers to a learning trajectory orientation toward formative assessment in mathematics and instructional practice. In the OGAP project, teachers learn to use a learning trajectory framework to continually assess and adapt their instruction to students’ developing understanding, aiming to move them toward more sophisticated strategies in multiplicative reasoning and fractions. The session provides an overview of the OGAP approach and study and includes three papers that describe methodological developments critical to the research, and initial findings. One discussant has expertise in use of learning trajectories, the other is an assessment director in a participating school district.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Caroline Brayer Ebby, University of Pennsylvania

Papers

• Developing Measures of Teacher and Student Understanding in Relation to Learning Trajectories - Caroline Brayer Ebby, University of Pennsylvania; Philip M. Sirinides, University of Pennsylvania

• Impacts of the Ongoing Assessment Project (OGAP) on Teacher and Student Learning - Jonathan A. Supovitz, University of Pennsylvania; Abigail Gray, University of Pennsylvania; Maurice Spillane, Center for Policy Research in Education

• School-Based Structures That Support Teacher Use of Learning Trajectory Frameworks - Janine Remillard, University of Pennsylvania; Cecile Huynh Sam, Rowan University; Hayden Lyons, University of Pennsylvania; Jordan D'Olier, University of Pennsylvania

Discussants

• Hilda Borko, Stanford University

• Tonya E. Wolford, School District of Philadelphia